Job Task Analysis Report for the National Exercise and ... · Trainers Association (NESTA) Personal...

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Job Task Analysis Report for the

National Exercise and Sports Trainers Association (NESTA)

Personal Fitness Trainer (PFT) Certification Exam

Conducted on behalf of the National Exercise and Sports Trainers

Association (NESTA)

By

Consulting Measurement Group Tony Aranda, MA

Jeff Dang, PhD, MPH

JULY 2012

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Table of Contents

List of Appendices ......................................................................................................................................... 3

List of Tables ................................................................................................................................................. 4

Executive Summary....................................................................................................................................... 5

Introduction…………........................................................................................................................................ 8

Preparation for Job Task Analysis.................................................................................................................10

Job Task Analysis ......................................................................................................................................... 11

Introduction ............................................................................................................................................ 11

Methods .................................................................................................................................................. 11

Results ..................................................................................................................................................... 31

Determination of Item Distribution ........................................................................................................ 46

Conclusion................................................................................................................................................... 54

References .................................................................................................................................................. 55

Appendix 1 .................................................................................................................................................. 56

Appendix 2 .................................................................................................................................................. 60

Appendix 3 .................................................................................................................................................. 71

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List of Appendices

1) Appendix 1: Focus Group Materials:

a) Personal Fitness Trainer Job Task Analysis Focus Group Moderator’s

Guide

b) Focus Group Invitation Letter

c) Informed Consent Form

2) Appendix 2: Focus Group Materials:

a) Personal Fitness Trainer Job Task Analysis Focus Group Moderator’s

Guide

b) Focus Group Invitation Letter

c) Informed Consent Form

3) Appendix 3: Job Task Analysis Survey Materials:

a) Invitation Letter for Job Analysis Survey

b) Job Analysis Survey for Personal Fitness Training Professionals

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List of Tables

Table 1: Initial list of seven domains.

Table 2: Total counts based on the observational checklists.

Table 3: Average ratings for the importance and frequency for domains.

Table 4: Finalized list of seven domains and associated knowledge areas.

Table 5: Demographic information for Job Task Analysis survey.

Table 6: Ratings of importance and frequency of use of Knowledge Areas.

Table 7: Importance and Frequency of Knowledge Areas for Exercise Applications and Instruction

Domain.

Table 8: Importance and Frequency of Knowledge Areas for Program Design Domain.

Table 9: Importance and Frequency of Knowledge Areas for Business Applications Domain.

Table 10: Importance and Frequency of Knowledge Areas for Assessments and Injury Prevention

Domain.

Table 11: Importance and Frequency of Knowledge Areas for Exercise Sciences Domain.

Table 12: Importance and Frequency of Knowledge Areas for Exercise Psychology Domain.

Table 13: Importance and Frequency of Knowledge Areas for Nutritional Science Domain.

Table 14: Importance/Frequency levels of domains.

Table 15: Ranking task for domains.

Table 16: Number of items for each domain for a 100-item exam.

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Executive Summary

The intent of a certification program is to evaluate the knowledge and skills necessary to ensure a desired

level of competence. In 2011, the Executive Certification Board (ECB) of the National Exercise & Sports

Trainers Association (NESTA) met and determined the need for a job task analysis to ensure that the

content included in the current Personal Fitness Trainer (PFT) certification exam is appropriate to

evaluate the knowledge and skills of a personal fitness trainer. On behalf of NESTA, a job task analysis

(JTA) study was conducted by the psychometric consulting firm, Consulting Measurement Group, Inc.

(CMG).

The primary purpose of JTA was to determine the necessary tasks, knowledge, and skills for the

competent performance by a personal fitness trainer. The JTA was accomplished using a multimethod

approach involving a systematic series of rigorous qualitative and quantitative research methods. The

results of the JTA will be used to help determine the content domains to be included in the PFT

certification exam.

In July of 2011, the ECB conducted a planning meeting to outline the steps of the JTA process, assign a

qualified group of board members and subject matter experts (SMEs) to a JTA Task Force Committee

(TFC) as well as establish the appropriate timelines and methodologies necessary to complete the job

task analysis. The TFC provided supervision, leadership, and governance for the job task analysis. TFC

members were required to have the minimum of at least one current valid personal training certification,

a college degree, and at least five years experience working as a certified personal fitness trainer. A

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series of TFC meetings took place to identify and discuss domains and knowledge areas that are crucial

for a competent personal fitness trainer in their profession. A comprehensive research literature review

and the previous JTA conducted for NESTA in 2005 served as the foundation for these discussions.

A series of four separate TFC meetings took place from July 29, 2011 through September 23, 2011 to

develop the domain structure of the exam. In addition, managers in the fitness industry directly

observed several training sessions performed by personal fitness trainers and completed a direct

observational checklist to understand the frequency of use for the developed domain structure. This

information helped to further inform decisions made by the TFC. Collaboratively, the TFC provided a

synthesis of the information, augmented by the available research literature, to derive a basic conceptual

framework.

After the TFC meetings, it was decided that several comprehensive interviews with a diverse group of

subject matter experts (SMEs) were necessary to further validate the domain structure. The use of SMEs

provided increased validity for the JTA by incorporating feedback from individuals that are most

knowledgeable about the profession (Flaherty & Hogan, 1998). Furthermore, two focus groups were

conducted, one consisting of experienced fitness trainers and the other consisting of less experienced

fitness trainers. The primary purpose of selecting lowly experienced and highly experienced fitness

trainers for inclusion in the focus groups was to represent the diverse spectrum of candidates for which

the certification exam is intended. The inclusion of highly recognized experts as well as less seasoned

professionals in the focus groups was designed to ensure that the tasks identified reflect the common

work situations that are likely to be encountered (Gross & Showers, 1993). The focus groups provided

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relevant insight and feedback into personal fitness training profession and gave further validation of the

conceptual frameworks of the domains.

Finally, a JTA survey was developed and administered to verify and validate the domain structure among

a large number of personal fitness training professionals. The JTA survey involved the: 1) development of

a list of domains and associated knowledge areas for the job analysis survey, 2) administration and

validation of a quantitative survey, and 3) data analysis and synthesis of results. The results of the JTA

survey are generally used to establish the specifications or blueprint for the certification exam and

specifically used to determine the number of items per domain for the exam.

In summary, an in depth and comprehensive JTA was conducted. The JTA involved a series of qualitative

interviews and a large quantitative survey consisting of certified personal fitness trainers. The JTA will be

used in the development of a valid, accurate, and reliable certification exam for personal fitness trainers.

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Introduction

A rigorous and lengthy test development process must be conducted to ensure that the Exercise & Sports

Trainers Association (NESTA) Personal Fitness Trainer (PFT) certification exam is reliable and valid. An

important first step in the test development process is a Job Task Analysis (JTA). The primary purpose of a

JTA is to establish content validity. In order for an exam to be considered valid it must be able to measure

what the exam is intended to measure. An exam is considered to have good validity if it has the following

qualities. First, the certification items must be related to the job. Second, the exam should consist of

items that measure areas where lack of knowledge would result in inadequate performance (Althouse,

2000).

The JTA is a systematic method of collecting data to understand the knowledge and skills necessary for a

person to be competent in a specific profession. The results of a JTA provide the foundation for the

development of the certification exam. According to Henderson (1996), the JTA consists of two phases.

The first phase is to obtain and describe the job that is being examined. To satisfy this phase, a series of

domains and knowledge areas were developed to describe the pertinent information necessary for a

personal fitness trainer to be competent in this profession. The development of the domains and

associated knowledge areas for the job analysis survey consisted of an informal and a formal examination

of tasks and knowledge areas that are representative of the responsibilities of a competent personal

fitness training professional.

The informal examination consisted of:

1) A Planning meeting

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2) An evaluation of data collected using an observation checklist

The formal examination consisted of:

1) In depth interviews and discussions with task force committee (TFC) members

2) Qualitative focus groups with experienced fitness trainers

3) Qualitative focus groups with less experienced fitness trainers.

The second phase is to validate the job description from Phase 1. For this, a quantitative JTA survey was

administered to certified personal fitness trainers, measuring the importance and frequency of knowledge

areas defined during Phase 1 of the JTA process. Information from the JTA survey was used to validate the

defined domains and to produce a blueprint for the NESTA PFT certification exam. Each step of the JTA

process is discussed in more details within the following report and is concluded with final results of the

JTA survey.

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Preparation for Job Task Analysis

Planning Meeting

On July 29, 2011, The National Exercise & Sports Trainers Association (NESTA) in collaboration with their

psychometric consulting firm, Consulting Measurement Group, Inc. (CMG) conducted a planning meeting.

The meeting was held via teleconference and the participants included Scott Gaines, Jesse Harper, Scott

Welle, and Mark Barriere from NESTA, and Jeff Dang, and Tony Aranda from CMG.

The purpose of the planning meeting was to outline the steps of the JTA process, assign board members

and subject matter experts (SMEs) to a Task Force Committee (TFC), as well as establish the timelines and

methodologies to perform the job task analysis. In deciding on who will be members of the TFC, certain

requirements were expected. TFC members were required to have the minimum of at least one valid PFT

certification, a college degree, and at least five years experience working as a certified PFT. It was decided

that members of the TFC would include Mark Tehan, Jesse Harper, Jack Bauerle, Scott Welle, Mark

Barriere, and Mark Baines. The planning meeting concluded with a tentative timeline of deliverables, tasks

and milestones for the JTA process. Further meetings were scheduled with the TFC to decide the

appropriate domains for the exam and assist in developing the job analysis survey. A more thorough

description of these TFC meetings is discussed in greater details in subsequent sections of the JTA report.

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Job Task Analysis

Introduction

The primary objective of the job task analysis (JTA) was to develop and validate the Personal Fitness

Training Professional Certification Exam by reviewing the various domains and knowledge areas required

of a personal fitness training professional. This was accomplished using a multiple methods (i.e.

qualitative and quantitative procedures) and information gathering processes. To begin, a series of

comprehensive interviews with subject matter experts (SMEs) were conducted to develop the domain

structure of the exam. This was followed by a job task analysis survey administration served to verify and

validate the domain structure with a large number of professionals in the personal fitness training

profession.

Methods

It is crucial for a certification exam to cover the relevant knowledge domains that are necessary to

competently perform the job of a personal fitness training professional. By bringing together SMEs and

empirical sources of information provided by surveys, the JTA is an efficient method of ensuring that the

knowledge and task areas are covered in the certification exam are representative of those performed by

personal fitness trainers. The establishment of a sound domain structure will provide the foundation and

test specifications for the NESTA PFT certification exam.

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Task Force Committee Meetings

Four meetings were held on July 29, 2011, August 19, 2011, September 15, 2011 and September 23, 2011.

These meetings were hosted by Jeff Dang, and Tony Aranda of CMG with Scott Gaines of NESTA and

members of the TFC in attendance. The objectives of the meetings were to:

1) Develop, define, and evaluate domains

2) Establish the protocol and eligibility criteria for focus groups and cognitive interview

3) Provide directory of names for the focus groups and cognitive interviews

4) Develop moderator’s guide for the focus groups and cognitive interview

5) Develop job analysis survey and recruitment plan for survey administration

On the first meeting, CMG informed the TFC of their roles and responsibilities. Next, CMG guided the TFC

in the development of a list of domains and associated tasks and knowledge areas. On the second and

third meetings, the domains and associated tasks and knowledge areas were evaluated and given a holistic

review. Upon evaluation of the original list of domain items which included knowledge areas, the TFC

concluded that the list should include two new domains, Exercise Psychology and Nutritional Sciences. On

the final meeting, the TFC finalized and approve the list of domains and their definitions as well as the

knowledge areas for each domain. Culminating from these meetings, a preliminary list of the seven

domains and associated knowledge areas were identified for inclusion in the survey. Table 1 provides the

list.

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Table 1. Initial List of Domains

Domain Number of Knowledge

Areas in Domain

1: Exercise Applications and Instruction

6

2: Program Design

10

3: Business Applications

14

4. Assessments and Injury Prevention

12

5: Exercise Sciences

9

6: Exercise Psychology

7

7: Nutritional Science

7

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After a review of the domains and knowledge areas, the members of the TFC provided names of

professional Personal Fitness Training Professionals to recruit for the focus groups. CMG and the TFC then

developed a plan for the job analysis survey and established a recruitment plan for survey administration.

At the conclusion of the fourth meeting, CMG developed a moderator’s guide for the focus groups and

cognitive interview and proceeded with the recruitment process for the focus groups.

Direct Observation of Personal Fitness Trainers

Considerable data can be collected through direct observation. Being able to watch and listen to the

actions and words of an individual while working with clients is invaluable to designing a thorough job task

checklist or job description. In particular, observation provides opportunities to document activities, as

well as observing behavior and other nuanced aspects of the interaction. Although interviews and

discussions are crucial for gathering job task data, direct observation negates the need to rely upon an

individual’s willingness or ability to answer questions. In this case, it is not what you say in regard to your

profession, but what you do that matters most. Data gathered from direct observation is particularly

suitable for documenting complex processes. All in all, observing job activities as they “naturally occur”

can serve as an open-ended and non-confining approach for data collection.

To this end, personal fitness trainers were observed while engaging in a personal fitness training session.

Direct observations of personal fitness trainers were conducted in tandem with early TFC meetings and

helped to inform later TFC discussions. The primary goals for direct observation was to: 1) describe job

tasks that are performed, 2) understand how often job tasks are performed, 3) understand the actions

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taken in each phase of a client workout and training session, 4) understand trainer interactions with other

trainers, 5) understand the relationships between trainers and general club members, and 6) understand

more subtle behaviors, situations or events.

Managers of personal fitness trainers were utilized to help directly observe trainers “in action.” Managers

collected data and held follow up discussions with currently certified personal fitness trainers at several

clubs offering personal fitness training services. Managers were recommended by TFC members or by

other high level executives from major fitness clubs throughout the United States. The managers involved

in this process were deemed to be qualified if they had extensive experience teaching, instructing and

supervising personal fitness trainers.

Managers observed and collected information from current certified personal fitness trainers on critical

job tasks and the context in which information (i.e. critical thinking and basic skills) was used. Trainers of

all skill levels and experience were observed in order to obtain a range of desirable and undesirable tasks

performed. Managers were asked to conduct observations on three to five of their trainers periodically

throughout the trainer’s session. Specifically, managers were instructed to observe personal fitness

trainers in five minute intervals at the beginning, middle and end of the training session. In addition,

managers were asked to observe trainers one to five minutes before and after their training session.

To help ensure the observational data were collected in a standardized and systematic manner, a Direct

Observation Form was developed. The structure of the form was developed to reduce the burden on the

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observer, make it easier to count the quantity of observations, and help reduce variations in recordings

across the different outcomes. Based on the initial list of domains delineated from early TFC meetings,

direct observation instruments were developed to assess important job tasks and evaluate the quantity in

which these tasks occurred. In order to do this, an observed checklist served as a “tally sheet” to count

the number of instances that a personal fitness trainer utilized each task. In addition, a notes section was

included on the Direct Observation Form to gather data for any observed task that had not been

previously taken into account but was deemed to be relevant.

At the conclusion of the data collection, a total of 19 observational forms were returned from four

managers. The information collected was synthesized and the total of observed instances can be found

below in Table 2. The information garnered from the observational forms provided further validation for

the list of the domains and associated knowledge areas that were identified for inclusion in the JTA survey.

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Table 2. Total counts based on the observational checklists

Domain Interval 1 Prior to session

Interval 2 Beginning of session

Interval 3 Middle of

session

Interval 4 End of session

Interval 5 After

session

Total Count


51 53 53 47 19 204

2: Program Design

34 15 19 18 11 97


20 13 14 26 27 100


48 41 41 37 20 187


17 18 15 18 11 79


38 43 46 50 33 210


28 15 16 27 35 121

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Focus Groups

The purpose of the focus groups was to collect information from personal fitness training professionals to

further explore the content domains and areas to be included in the certification exam. Two focus groups

were conducted, each among different samples. One focus group consisted of personal fitness training

professionals who had 6 months or less of experience as a personal fitness training professional (hereafter

referred to as the “less experienced group”). The other focus group consisted of personal fitness training

professionals who had over two years of field experience in personal fitness training and had performed a

minimum of 20 sessions per week for the previous 12 months prior to the focus group (hereafter referred

to as the “experienced group”). In collaboration with NESTA, CMG recruited a total of eight participants

for the experienced group and six for the less experienced group. Both the less experienced and

experienced focus groups were held on December 10th, 2011.

Prior to participating in the focus groups, each participant was sent an information package containing the

following materials:

1) Invitation letter (via email) with details pertaining to the date, time, and procedure for the

focus group

2) Teleconference instructions that provides information on how to dial into the focus group

meeting via teleconference

3) Demographic questionnaire: Each participant was asked to provide demographic information

including age, gender, education level, ethnicity, years since certification, and years experience as

a personal training professional

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This study used the focus group method of qualitative inquiry. Focus groups provide a meaningful tool to

assess a group of people’s opinions about a wide range of topics. A skilled moderator is crucial to the

success of the focus group. The moderator helps ensure that the conversation is free flowing. In

particular, the moderator facilitates desirable interaction among the participants and makes sure that the

participants share their opinions, expectations, and concerns, in addition to building on each other’s

insights. The moderator also helps prevent individuals from dominating a group and helps to ensure that

each of the participants contribute equally to the discussion. To keep on track during the focus group,

skilled moderators typically utilize a moderator’s guide. The focus group moderator’s guide contains the

objectives, topics, and questions that are to be addressed during the focus group session. The

moderator’s guide essentially serves as a road map for the focus group.

For this study, focus groups were conducted to further evaluate the validity of the conceptual framework

and help establish the domains related to personal fitness training. Based on the conceptual framework

delineated by the NESTA Task Force Committee, CMG developed a moderator’s guide for the focus groups.

All of the focus groups were moderated by Tony Aranda, MA and Dr. Jeff Dang. Dr. Dang expertise lies in

both qualitative and quantitative research methods. Dr. Dang has moderated focus groups for a variety of

companies and industries.

The experienced group consisted of 6 males and 2 females. The ages of the participants ranged from 25 to

45 with an average age of 35.6. Six members have indicated they completed some college (two

Associate’s degree, three Bachelor’s degree and one Masters Degree). One member of the focus group

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indicated their highest level education was a high school diploma and one member declined to answer.

Five members of the experienced focus group were Caucasian and the remaining participants classified

themselves as African American, Hispanic and Asian. All participants held a personal fitness training

certification and on average had been employed as a personal fitness trainer for 9.76 years.

The less experienced group consisted of 5 females and 1 male. The ages of the participants ranged from

19 to 43 with an average age of 30.5. Four of the participants had completed some college (three

Bachelor’s degrees and one Masters Degree) and the other two had completed high school. Four

participants were Caucasian, one participant was Asian, and one participant classified themselves as

Pacific Islander. All participants held a personal fitness training certification and on average had been

employed as a personal fitness trainer for 2.3 months.

All of the participants were asked to provide comments regarding the importance of each domain in

general. For each domain, the moderator asked the question, “What does this facet of the job mean to

you?” Below are examples of how participants responded to this question for each survey.

Domain 1: Exercise Applications and Instructions

“People spend a lot of time at the gym wasting time…(people) walk around the gym with a look on

their face that they have no idea what to do but they really want to do something and you (the

trainer) pull them aside...(and tell them) I want to show you some exercises that will burn you the

maximum amount of calories in the time period that you are here (at the gym).” (Less Experienced)

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“Really important to have a systematic progression in place regardless of client...For any type of

certification, [Exercise Applications and Instructions] is important.” (Experienced)

Domain 2: Program Design

“People want something (exercise program) specific to them and to help them reach their goal that

they don’t have to think about. So knowing how to put that together and knowing how to present

that is part of the value equation that makes it worth the however dollars per session and how

many hours of the week they are accountable to somebody.” (Less Experienced)

“If you don’t know about Program Design then you really can’t be successful as a trainer because

clients will not get what they are coming to you for .” (Experienced)

Domain 3: Business Applications

“What monies you need to make and what you need to do to make those monies.” (Less

Experienced)

“…so many trainers and what we do have so much trouble with the business side…but in the

business sense if they are not multi faceted, if they have an ego about it and they don’t see the

benefit of learning the business side then they won’t get paid .” (Experienced)

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Domain 4: Assessments and Injury Prevention

“The assessment is the absolutely most fundamental thing you have to do before they even do a

single exercise.” (Less Experienced)

“The last thing you want to do as a trainer is adding to injury or doing more things to increase the

overuse of injury and imbalances. Goes back to ethics for me.” (Experienced)

Domain 5: Exercise Sciences

“When you start putting it in classical application and understand how the sciences work, it makes

you feel that much more effective and you become that much more effective.” (Less Experienced)

“The physiology of the human body is so important and knowing how the systems work together so

that we can lead them as effectively as possible and get them their greatest gains as fast as

possible and as safe as possible.” (Experienced)

Domain 6: Exercise Psychology

“It is just as important job for trainers to listen to our clients and understanding their motivation as

much as motivating them.” (Less Experienced)

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“Boils down to being able to motivate them or not. If you can’t understand that, you probably will

not be able to effectively motivate them and not give them something to believe in.” (Experienced)

Domain 7: Nutritional Science

“Nutritional Science is how you fuel your body to exercise.” (Less Experienced)

“Most of your clients do want to lose weight or improve specific sports performance; nutrition

plays an absolutely key role in all those things… How to train your client to eat before and to

recover as well is extremely, extremely important. ” (Experienced)

Participants were also asked if the current list of knowledge areas provided good coverage of the content

that should be included in a personal fitness training certification program. For all domains, the focus

group members affirmed that the listed knowledge areas provided sufficient coverage. Finally, for each

knowledge area, the participants were asked to rate its importance and frequency in their workplace and

provide general comments as to why. Ratings were based on a five point scale with 1 being most

important/very frequent and 5 being least important/not frequent. Average ratings for the importance

and frequency of each domain can be found below:

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Table 3. Average ratings for the importance and frequency for domains.

Domain Importance Frequency

Exp Less Exp Exp Less Exp

1: Exercise Applications and Instruction 2.63 1.83 1.13 1.00

2: Program Design 1.88 1.17 2.00 1.67

3: Business Applications 2.63 3.33 2.38 2.67

4. Assessments and Injury Prevention 1.25 1.33 1.13 1.67

5: Exercise Sciences 1.63 2.33 2.25 1.83

6: Exercise Psychology 2.25 3.17 1.25 2.67

7: Nutritional Science 2.00 1.67 2.50 1.83

Exp = Experienced, Less Exp = Less Experienced

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It is important to note the less experienced focus group participants appeared to have perceived the

Exercise Psychology domain differently than the experienced focus group participants. The experienced

group rated the Exercise Psychology domain higher in importance and frequency than the less

experienced group. In fact, many of the experienced focus group participants emphasized the

importance of Exercise Psychology. For example, a few of the experienced focus group participants

specifically noted that the best trainers are those that have a good understanding of the various

knowledge areas of Exercise Psychology.

In contrast, the less experienced group rated the Exercise Psychology domain lower in importance and

frequency than the experienced group. Several probing questions were conducted during the less

experienced focus group to better understand this perception. When prompted, many of the less

experienced focus group participants noted that Exercise Psychology was, in fact, a necessary

knowledge area for personal fitness trainers. However, these participants did not feel it warranted its

own domain. When probed, they indicated that Exercise Psychology overlapped with other domains

rather than stood out as an independent domain. Furthermore, a few participants commented that

Exercise Psychology was not discussed in great detail during their certification courses. Given that the

less experienced focus group had been accredited less than six months prior to the focus group, this may

have influenced their perception of Exercise Psychology.

Revisions to Domain Structure

The TFC held a meeting on January 3rd, 2011 in order to review the feedback provided by the focus

group participants. Given the difference of opinions between the less experienced focus group and the

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experienced focus group, it was necessary for the TFC to determine whether the Exercise Psychology

domain was important and frequently used enough to warrant its own domain or not. Although the TFC

members acknowledged that Exercise Psychology could have some degree of overlap with other

domains, they all agreed that the Exercise Psychology domain and its corresponding knowledge areas

were distinct enough to warrant its own domain.

In support of their decision, the TFC determined that characterizing the distinct attributes of the

Exercise Psychology may require a more nuanced understanding of the profession. The TFC suggested

that less experienced trainers may not be able to explicitly describe the importance of Exercise

Psychology. In addition, less experienced trainers were likely expressing their concerns about blurring

the line between motivation and counseling. Moreover, the TFC members suggested that experienced

trainers had more professional experiences that could be used to convey the importance of Exercise

Psychology and therefore had more appreciation for the importance of Exercise Psychology as

compared to less experienced trainers. In short, the TFC unanimously voted that the Exercise

Psychology remain as separate domain and permitted the seven domains to be assessed in the Job Task

Analysis Survey process.

The final list of seven domains and the resultant number of knowledge areas are listed below:

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Table 4. Finalized list of seven domains and associated knowledge areas.

Domains and Knowledge Areas

Domain 1: Exercise Applications and Instruction Knowledge of Subjective and Objective Feedback Knowledge of Exercise Prescription Knowledge of Biomechanics of Application Knowledge of Exercise Progression Knowledge of Exercise Instruction Knowledge of Forms and Types of Resistance

Domain 2: Program Design Knowledge of Components of Fitness Knowledge of Individualized Programming Knowledge of Periodization Knowledge of Adaptation and Response to Resistance Exercise Knowledge of Adaptation and Response to Cardiovascular Exercise Knowledge of Goal Specific Training Knowledge of Principles of Exercise Progression Knowledge of Exercise Parameters Knowledge of Function and Dysfunction Knowledge of Special Populations

Domain 3: Business Applications Knowledge of Independent Contractor vs. Employee Knowledge of Target Marketing and Segmentation Knowledge of Networking Knowledge of Advertising and Promotion Knowledge of Professionalism Knowledge of Salesmanship Knowledge of Gaining New Clients Knowledge of Retaining Current Clients Knowledge of Communication Knowledge of Business Ethics Knowledge of Client-Trainer Guidelines and Expectations Knowledge of Goal Setting Knowledge of Motivation Knowledge of Creation and Implementation of a personal training business

Domain 4: Assessments Knowledge of Assessment of Limitations and Abilities Knowledge of Reliability of Testing and Evaluation Methods Knowledge of Norm vs. Criterion Referencing Knowledge of Timing of Assessments Knowledge of Information Gathering and Client Research Knowledge of Coronary Artery Disease Risk Knowledge of Medical Consent Knowledge of Art of Asking Questions

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Table 4. Finalized list of seven domains and associated knowledge areas. (Cont.)

Domains and Knowledge Areas

Domain 4: Assessments (Cont.) Knowledge of Effectiveness, Efficiency and Safety Knowledge of Injury Prevention Knowledge of Injury Treatment Knowledge of Client Goal Setting

Domain 5: Exercise Sciences Knowledge of Nervous System Adaptation and Response Knowledge of Muscular System Adaptation and Response Knowledge of Skeletal System Adaptation and Response Knowledge of Energy Systems Knowledge of Cardiovascular System Adaptation and Response Knowledge of Biomechanics Knowledge of Functional Anatomy Knowledge of Exercise Physiology Knowledge of Systems of the Body

Domain 6: Exercise Psychology Knowledge of Psychological Attributes and Issues Related to Exercise and Nutrition Knowledge of Psychological Factors on Physical Performance Knowledge of Modes of Instruction Knowledge of Motivating the Client Knowledge of Increasing Compliance Knowledge of Behavior Modification Strategies Knowledge of Cause and Effect of Psychology Related to Injuries, Illness, and Disease

Domain 7: Nutritional Science Knowledge of Macronutrients Knowledge of Micronutrients Knowledge of Caloric Intake Knowledge of Supplementation Knowledge of Professional Scope of Practice as it Relates to Nutrition Knowledge of Chronic and Acute Effects of Nutrition Knowledge of Anatomy and Physiology of Nutrition

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Survey Development & Administration

The domain items were then incorporated into a job task analysis survey (JTAS) where participants were

asked to rate the importance of each knowledge area as well as frequency of knowledge application in

their job as a personal training professional. The JTAS was reviewed by the TFC for language, grammar,

and understanding. Upon approval by the TFC, CMG conducted the survey administration.

The survey began with a statement of informed consent which ensured that participants have been

given sufficient opportunity to consider whether to participate in this study. They were informed that

the JTAS is voluntary, aware that they may decide not to take part or to withdraw at any time, are aware

that they do not give up any legal rights by signing the consent form, and agree to participate in this

study. In order to provide consent, the participant had to check “I agree” and type their name in lieu of

a signature to participate in the survey.

After participants gave their informed consent, they were presented with demographic questions (such

as gender, geographic location, job title, and location) in multiple choice formats. In addition, several

demographic questions were asked to ascertain eligibility. Eligibility requirements were as followed:

participants had to be 18 years of age or older, have a current personal trainer certificate , and have at

least one year of work experience as a personal trainer. If a participant did not meet any of these three

requirements, their survey results will not be used in final analysis. Participants were informed of the

eligibility requirements during the initial email of introduction and prior to beginning the survey.

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After completing the demographic questionnaire, participants were asked to rate the importance of

each knowledge area for their job as a personal training professional using a 5 point scale (1 = Very Low,

2 = Low, 3 = Average, 4 = High, 5 = Very High). Then the frequency section of the survey asked

participants to rate each domain item according to the frequency of use of the knowledge areas as a

personal training professional using another 5 point scale (1 = Very Low, 2 = Low, 3 = Average, 4 = High,

5 = Very High). Finally, the survey asked participants to divide 70 points among the seven domains to

show the value or importance of each domain relative to the others. CMG transcribed the survey into

an online format which was hosted by a third party vendor providing web survey hosting and

administration.

NESTA distributed a letter of invitation to a large sample of professionals in personal fitness training

throughout the United States, inviting them to participate in the web survey and providing them a

hyperlink to the internet survey. The letter of invitation informed participants that in order to

participate they must be 18 years of age or older, be a certified personal trainer, and have a minimum of

one year experience as a personal fitness training professional. The letter of invitation also informed

participants that the survey will take about 20-30 minutes to complete, that all information collected

will be kept in strict confidence and all identifying information will be kept separate from all other

information collected, and that all eligible participants who complete the survey will receive a 10%

discount off a future purchase for a NESTA CEU program. In addition, NESTA raffled off a free NESTA

CEU program to three eligible participants that completed the survey and a grand prize of a 16GB WI-Fi

New iPad. The survey was available from the date of April 15th, 2012 to June 13th, 2012.

31

Results

Data Management

Data collected during the job task analysis survey were imported from the online distribution site within

a single comma separated file. The data were then transcribed into PASW 18.0 statistical package. Of

the 845 participants who responded, 248 were removed because they did not complete the survey. Of

the remaining, 153 were unable to continue the survey because they did not meet the minimum years

of experience (41 respondents), the certification requirements (85 respondents) or both (27

respondents) as measured by the screening questions. No respondents were disqualified due to age. In

addition, 18 additional records were deemed duplicates by comparing the name of the respondent and

the email address. When duplicates were detected the oldest record was kept in the final dataset. This

resulted in a total of 426 valid participants who completed the survey.

Sample composition

Of the 426 participants, roughly 58.5% were male and roughly 41.5% were female. The majority (58.5%)

of participants had the job title of Personal Trainer, with the remaining 41.5% having other job titles

such as Fitness Instructor and Strength Conditioning Coach. Most participants were in the age range of

36 to 45 (35.9%) and had 6 to 10 years (26.3%) of personal fitness training experience. Generally

speaking, the demographics of the JTAS seemed to provide a good representative sample of the

personal fitness trainer population. The frequencies and percentages of additional demographic

information are listed below:

32

Table 5. Demographic information for Job Task Analysis survey. Demographic Variable and Categorical Levels Frequency Percentage Current Title

Personal Trainer 249 58.5% Fitness Instructor 47 11.0% Strength Conditioning Coach 27 6.1% Other 104 24.4%

Gender Male 249 58.5% Female 177 41.5%

Age Group 18 to 25 24 5.6% 26 to 35 115 27.0% 36 to 45 153 35.9% 46 to 55 106 24.9% 56 to 65 25 5.9% 66 to older 3 0.7%

Years of Experience 1 to 2 years 71 16.7% 3 to 5 years 82 19.2% 6 to 10 years 112 26.3% 10 to 20 years 99 23.2% More than 20 years 62 14.6%

Ethnicity White (non-Hispanic) 309 72.5% Black or African American 41 9.6% Hispanic or Latino 29 6.9% Asian or Asian American 15 3.5% American Indian or Alaska Native 3 0.7% Hawaiian or Pacific Islander 4 0.9% Decline to Answer 11 2.6% Other 14 3.3%

Education High School/GED 17 4.0% Some College 105 24.6% Associate Degree 62 14.6% Bachelor’s degree 157 36.9% Masters Degree 64 15.0% Doctorate Degree 5 1.2% Decline to Answer 2 0.5% Other 14 3.3%

Income Less than $35,000 57 13.4% $35,001 to $65,000 143 33.6% $65,001 to $100,000 89 20.9% $100,001 to $150,000 60 14.1% $150,001 to $200,000 18 4.2% Above $200,000 10 2.3% Decline to Answer 49 11.5%

Work Setting Gym (Commercial) 66 15.5% Gym (Corporate) 48 11.3% Gym (Privately Owned) 96 22.5% Sports Training Facility 24 5.6% In Clients Home 47 11.0% Classroom 11 2.6% Decline to Answer 12 2.8% Other 122 28.6%

33

Table 5. Demographic information for Job Task Analysis survey (Cont.) Demographic Variable and Categorical Levels Frequency Percentage Geographic Location

Northeast US 96 22.5% Southwest US 64 15.0% Northwest US 41 9.6% Midwest US 67 15.7% Southwest US 96 22.5% Alaska or Hawaii 4 0.9% Decline to Answer 4 0.9% Other 54 12.7%

Work Area Setting Urban 151 35.4% Suburban 210 49.3% Rural 59 13.8% Decline to Answer 6 1.4%

34

Domain Proportion Determination

The primary objective of the study was to determine the relative importance of each domain and assign

the percentage of items to each of the seven domains accordingly (Exercise Applications and Instruction,

Program Design, Business Applications, Assessments and Injury Prevention, Exercise Sciences, Exercise

Psychology, Nutritional Science). These domains will be included in the final test based on the survey-

rated importance and frequency. A domain analysis was conducted according to the ratings of

importance and frequency of use of each knowledge area.

A list of the knowledge areas and the ratings of importance and frequency of use for each knowledge

area are found below:

35

Table 6. Ratings of importance and frequency of use of Knowledge Areas. Domains Importance Frequency Mean SD Mean SD

Domain 1: Exercise Applications and Instruction

Knowledge of Subjective and Objective Feedback 4.31 .707 3.97 .841

Knowledge of Exercise Prescription 4.57 .618 4.23 .763

Knowledge of Biomechanics of Application 4.44 .694 4.05 .873

Knowledge of Exercise Progression 4.53 .614 4.27 .727

Knowledge of Exercise Instruction 4.66 .549 4.52 .648

Knowledge of Forms and Types of Resistance 4.31 .734 4.25 .789

Domain 2: Program Design

Knowledge of Components of Fitness 4.34 .713 4.10 .857

Knowledge of Individualized Programming 4.54 .636 4.35 .807

Knowledge of Periodization 4.09 .807 3.81 .936

Knowledge of Adaptation and Response to Resistance Exercise

4.31 .730 4.13 .795

Knowledge of Adaptation and Response to Cardiovascular Exercise

4.29 .744 4.07 .829

Knowledge of Goal Specific Training 4.40 .716 4.22 .797

Knowledge of Principles of Exercise Progression 4.36 .703 4.22 .756

Knowledge of Exercise Parameters 4.18 .754 3.99 .861

Knowledge of Function and Dysfunction 4.25 .774 3.92 .923

Knowledge of Special Populations* 4.02 .865 3.67 1.09

Domain 3: Business Applications

Knowledge of Independent Contractor vs. Employee 3.56 .967 3.06 1.19

Knowledge of Target Marketing and Segmentation 3.89 .882 3.46 1.09

Knowledge of Networking 4.11 .863 3.77 1.03

Knowledge of Advertising and Promotion 3.98 .862 3.58 1.06

Knowledge of Professionalism 4.65 .600 4.43 .807

Knowledge of Salesmanship 4.01 .889 3.73 1.08

Knowledge of Gaining New Clients 4.31 .803 3.94 .994

Knowledge of Retaining Current Clients 4.52 .717 4.23 .895

Knowledge of Communication 4.62 .602 4.44 .732

Knowledge of Business Ethics 4.49 .683 4.19 .934

Knowledge of Client-Trainer Guidelines and Expectations 4.40 .736 4.11 .898

Knowledge of Goal Setting 4.44 .656 4.23 .787

Knowledge of Motivation 4.58 .633 4.38 .759

Knowledge of Creation and Implementation of a personal training business

4.15 .873 3.72 1.15

Domain 4: Assessments and Injury Prevention

Knowledge of Assessment of Limitations and Abilities 4.48 .680 4.10 .869

Knowledge of Reliability of Testing and Evaluation Methods

4.22 .760 3.79 .936

Knowledge of Norm vs. Criterion Referencing 3.68 .842 3.37 .998

Knowledge of Timing of Assessments 3.81 .860 3.56 .974

36

Table 6. Ratings of Importance and Frequency of use of Knowledge Areas (Cont.). Domains Importance Frequency Mean SD Mean SD

Domain 4: Assessments and Injury Prevention (Cont.)

Knowledge of Information Gathering and Client Research 3.96 .832 3.77 .975

Knowledge of Coronary Artery Disease Risk 4.16 .838 3.58 1.10

Knowledge of Medical Consent 4.37 .751 3.90 1.03

Knowledge of Art of Asking Questions 4.32 .741 4.23 .774

Knowledge of Effectiveness, Efficiency and Safety 4.50 .637 4.32 .753

Knowledge of Injury Prevention 4.67 .566 4.37 .745

Knowledge of Injury Treatment 4.15 .863 3.63 1.15

Knowledge of Client Goal Setting 4.44 .653 4.24 .782

Domain 5: Exercise Sciences

Knowledge of Nervous System Adaptation and Response 4.10 .817 3.62 1.02

Knowledge of Muscular System Adaptation and Response 4.31 .712 4.01 .858

Knowledge of Skeletal System Adaptation and Response 4.19 .774 3.76 .998

Knowledge of Energy Systems 4.19 .749 3.79 .957

Knowledge of Cardiovascular System Adaptation and Response

4.23 .761 3.86 .918

Knowledge of Biomechanics 4.31 .730 3.97 .917

Knowledge of Functional Anatomy 4.41 .711 4.07 .901

Knowledge of Exercise Physiology 4.32 .744 4.02 .891

Knowledge of Systems of the Body 4.15 .778 3.83 .996

Domain 6: Exercise Psychology

Knowledge of Psychological Attributes and Issues Related to Exercise and Nutrition

4.24 .740 3.90 .902

Knowledge of Psychological Factors on Physical Performance

4.18 .757 3.83 .918

Knowledge of Modes of Instruction 4.10 .747 3.96 .886

Knowledge of Motivating the Client 4.45 .664 4.28 .775

Knowledge of Increasing Compliance 4.14 .776 3.87 .899

Knowledge of Behavior Modification Strategies 4.21 .786 3.91 .936

Knowledge of Cause and Effect of Psychology Related to Injuries, Illness, and Disease

4.11 .824 3.73 1.02

Domain 7: Nutritional Science

Knowledge of Macronutrients 3.99 .885 3.63 1.02

Knowledge of Micronutrients 3.88 .873 3.48 1.03

Knowledge of Caloric Intake 4.13 .788 3.92 .949

Knowledge of Supplementation 3.83 .935 3.59 1.06

Knowledge of Professional Scope of Practice as it Relates to Nutrition

4.14 .827 3.83 .957

Knowledge of Chronic and Acute Effects of Nutrition 4.06 .819 3.68 .964

Knowledge of Anatomy and Physiology of Nutrition 4.06 .841 3.73 .984

37

As per the recommendations of Chadwick et al. (1984) results for the analyses were based on the mean

response to each knowledge area. Given that no item should have a mean of exactly 1 or exactly 4, the

following ranges were used:

a) 1.00 – 1.49 = Very low importance/frequency

b) 1.50 – 2.49 = Low importance/frequency

c) 2.50– 3.49 = Average importance/frequency

d) 3.50 – 4.49 = High importance/frequency

e) 4.50 – 5.00 = Very high importance/frequency

Tables 7-13 (for each of the aforementioned domains, respectively) show the number and percent of

items for each domain on the frequency and importance dimensions. Colors indicate increasing

percentages, which one would expect to see greatest along the diagonal (bottom right to top left).

Table 7 shows that for the Exercise Applications and Instruction domain, three of the knowledge areas

were rated as high in frequency and high in importance in the everyday job place, while two of the

knowledge areas were rated as very high in importance and high in frequency. In addition, one

knowledge area was deemed as being very high in importance and very high in frequency. Table 8

shows that for the Program Design domain, nine of the knowledge areas were rated as highly frequent

in the everyday job place and highly important while one knowledge area was rated very high in

importance and high in frequency. Table 9 shows that for the Business Applications domain, eight of the

knowledge areas were rated as highly frequent and highly important, while four of the knowledge areas

were rated as high in frequency and very high in importance. Two knowledge areas were rated as high

in importance but average in frequency. Table 10 shows that for the Assessments and Injury Prevention

domain, nine of the knowledge areas were rated as highly frequent in the everyday job place and highly

38

important, while two of the knowledge areas were rated as very high in importance and high in

frequency. One knowledge area was deemed as being average in frequency and high in importance.

Table 11 shows that for the Exercise Sciences domain, eight of the knowledge areas were rated as high

in frequency and high in importance. One knowledge area was deemed high in importance but average

in frequency. Table 12 shows that for the Exercise Psychology domain, all seven of the knowledge areas

were rated as highly frequent in the everyday job place and highly important. Table 13 shows that for

the Nutritional Science domain, six knowledge areas were rated high in frequency and high in

importance. One knowledge areas were rated with average frequency and high importance. Tables 7-

13 can be found below:

39

Table 7. Importance and Frequency of Knowledge Areas for Exercise Applications and Instruction Domain.

Knowledge Area Importance

Knowledge Area

Frequency

Very Low

Importance

Low

Importance

Average

Importance

High

Importance

Very High

Importance

Very Low Frequency

Low Frequency

Average Frequency

High Frequency 3 (50%) 2 (33%)

Very High Frequency 1 (17%)

Low percentage

Medium percentage

Large percentage

40

Table 8. Importance and Frequency of Knowledge Areas for Program Design Domain.


Knowledge Area

Frequency

Very Low

Importance

Low

Importance

Average

Importance

High

Importance

Very High

Importance

Very Low Frequency

Low Frequency

Average Frequency


Very High Frequency

Low percentage

Medium percentage

Large percentage

41

Table 9. Importance and Frequency of Knowledge Areas for Business Applications Domain.


Knowledge Area

Frequency

Very Low

Importance

Low

Importance

Average

Importance

High

Importance

Very High

Importance

Very Low Frequency

Low Frequency

Average Frequency 2 (14%)


Very High Frequency

Low percentage

Medium percentage

Large percentage

42

Table 10. Importance and Frequency of Knowledge Areas for Assessments and Injury Prevention Domain.


Knowledge Area

Frequency

Very Low

Importance

Low

Importance

Average

Importance

High

Importance

Very High

Importance

Very Low Frequency

Low Frequency



Very High Frequency

Low percentage

Medium percentage

Large percentage

43

Table 11. Importance and Frequency of Knowledge Areas for Exercise Sciences Domain.


Knowledge Area

Frequency

Very Low

Importance

Low

Importance

Average

Importance

High

Importance

Very High

Importance

Very Low Frequency

Low Frequency


High Frequency 8 (89%)

Very High Frequency

Low percentage

Medium percentage

Large percentage

44

Table 12. Importance and Frequency of Knowledge Areas for Exercise Psychology Domain.


Knowledge Area

Frequency

Very Low

Importance

Low

Importance

Average

Importance

High

Importance

Very High

Importance

Very Low Frequency

Low Frequency

Average Frequency

High Frequency 7(100%)

Very High Frequency

Low percentage

Medium percentage

Large percentage

45

Table 13. Importance and Frequency of Knowledge Areas for Nutritional Science Domain.


Knowledge Area

Frequency

Very Low

Importance

Low

Importance

Average

Importance

High

Importance

Very High

Importance

Very Low Frequency

Low Frequency


High Frequency 6 (86%)

Very High Frequency

Low percentage

Medium percentage

Large percentage

46

Determination of Item Distribution

To determine the proportion of items to be included on the final certification test, a two-step process

was undertaken. First, the total number of items in the lower-right three cells of each table were

summed for each domain (i.e., the sum of percents from the cells of High Frequency & Very High

Importance + Very High Frequency & High Importance + Very High Frequency & Very High Importance).

This is done to assess how many knowledge areas in each domain are most representative of the

personal trainer position, as determined by importance or frequency or both.

Based on this criterion, only ten knowledge areas across four domains were selected. However, this

criterion did not fully capture the distribution of ratings of the knowledge areas (which were overall

quite high) nor did it provide any mathematical way of calculating the second step of the determination

of item distribution. This is likely due to the act that participants in the sample were incredibly

discerning and critical rather than awarding very high scores to all or the majority of knowledge areas.

After a review of the ratings given by participants, the scale was recalibrated to include items rated as

High Frequency & High Importance. This was deemed appropriate because the great majority of

knowledge areas not originally selected represented High Frequency & High Importance. In addition,

there were no large standard deviation values for the distribution of ratings for the knowledge areas,

which represents an overall consensus among participants as opposed to the distortion of values due to

a great number of contrasting ratings. The recalibrated scale created a more appropriate distribution of

knowledge areas across all seven domains.

47

Next, a ratio was derived to express the relationship between these numbers so that this ratio could

guide the percentage of items to include on each domain for the final certification test. The percentage

of items to be allocated for each domain was calculated by dividing the number of knowledge areas that

were rated from high to very high in frequency and importance (the sum of items in the lower right cells

for Tables 7-13) in a given domain by the aggregate number of knowledge areas that were rated from

high to very high in frequency and importance (61). Results of this two-step process are provided in the

Table 14 below:

48

Table 14. Importance/Frequency levels of domains.

Domain Number of Items in four

lower-right cells % of items On exam


6 9.8%

2: Program Design

10 16.4%


12 19.7%


11 18.0%


9 14.8%


7 11.5%


6 9.8%

49

This spread of items will help to assure that the final exam will have a sufficient amount of items on

each domain in order to allow for proper psychometric efficacy (Anastasi & Urbina, 1998). The final

distribution of items allows for a sufficient representation of each dimension while capturing the most

important and frequently used skills necessary to perform the tasks of a competent personal fitness

trainer.

The final item in the JTAS asked participants to review and rank 70 points across the seven domains to

portray importance. The 70 point ranking task is used to assess the face validity of the item distribution

values derived from the two-step process described above. The mean rating for each domain was

tabulated and percentage of item distribution based off mean ratings was calculated by dividing the

mean rating by the total number of points (70 points). The results of this analysis are below in Table 15.

50

Table 15. Ranking tasks for domains.

Domain Rating (Out of 70) % of Total


13.58 19.4%

2: Program Design

12.12 17.3%


7.96 11.4%


10.03 14.3%


8.51 12.2%


8.13 11.6%


9.67 13.8%

51

In the 70 point ranking task, the percentage of item distribution for each domain ranged from 11.4% to

19.4% indicating that participants perceive that at face validity, every domain should have at least 1/10

of exam coverage. When comparing the two step process (Table 14) to the 70 point ranking task (Table

15), similarities and differences were found in the distribution of items. Overall, both item distributions

provide good coverage for each domain. However, there were significant differences in the distribution

of items for the Exercise Applications and Instructions domain and the Business Applications domain.

According to the 70 point ranking task, Exercise Application and Instruction was the highest ranking

domain and Business Applications was the lowest ranking domain. However in the two step process,

Exercise Applications and Instruction was tied for the lowest distribution of items while Business

Applications had the highest distribution of items. Upon investigation, it was determined that the

disparity in item distribution between the two methods were due to two issues. First, there was a huge

disparity between the number of possible knowledge areas that Exercise Applications and Instruction

and Business Applications had available. Exercise Application and Instruction had six possible

knowledge areas to be included in the final exam, the fewest amount of knowledge areas among the

domains. Business Applications had 14 knowledge areas, the most among domains. Though all six

domains for Exercise Applications and Instructions were included in the final distribution of items, it was

overshadowed by other domains with larger amount of possible knowledge areas including Business

Applications. Second, the 70 point ranking task asked participants to distribute items by importance

only. Frequency was not asked to be a factor in how participants rated the domains in the 70 point

ranking task despite it being an important factor in the two step method. This may account for why

there may be differences between the two methods.

52

By reviewing the percentage of items to be allocated as determined by the two-step process described

above, the number of items to be included based on the goal of a 100-item exam was determined. This

resulted in the allocation of 10 items to assess the Exercise Applications and Instruction domain, 16

items to Program Design, 20 items to Business Applications, 18 items to Assessments and Injury

Prevention, 15 to Exercise Sciences, 11 to Exercise Psychology and 10 to Nutritional Science. The

number of items to be included in the 100-iten exam is listed in the table below:

53

Table 16. Number of items for each domain for a 100-item exam.

Domain % of items On exam

# of items On exam


9.8% 10

2: Program Design

16.4% 16


19.7% 20


18.0% 18


14.8% 15


11.5% 11


9.8% 10

54

Conclusion

The JTA is arguably one of the most complex and time consuming step in the test development process.

The current JTA was conducted to provide pertinent information regarding the content to be included in

the NESTA PFT certification exam. The results contained in this report provide a solid foundation and

structure from which to build the NESTA PFT certification exam.

55

References

Althouse, L.A. (2000). Test development: Ten steps to a valid and reliable certification exam. Poster

presented at the SAS User Group International Conference 25, Indianapolis, IN.

Anastasi, A., & Urbina, S. (1998). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall.

Chadwick, B.A., Bahr, H.M., & Albrecht, S.L. (1984). Social science research methods. Englewood Cliffs,

NJ: Prentice Hall.

Flaherty, V. L. & Hogan, J. B. (1998). Job analysis for highstakes credentialing examinations. CLEAR Exam

Review, IX (3), 23-28.

Gross, L. J., & Showers, B. Council on Licensure, Enforcement, and Regulation & National Organization

for Competency Assurance. (1993). Principles of Fairness: An examining guide for credentialing boards.

Lexington, KY.

Henderson, J.P. (1996). Job Analysis. In A.H. Browning, A.C. Bugbee, Jr., & M.A. Mullins (Eds.),

Certification: A NOCA handbook. Washington, DC: National Organizations for Competency Assurance.

56

Appendix 1

Personal Trainer Observation Checklist

57

Personal Trainer Observation Checklist

Observer’s Initials: ___ Trainer’s Initials: ___ Date: _____________________________

Instructions

Please observe a personal trainer in 5 minute intervals prior to, beginning of, middle of, end of and after

their session. Each row below describes a particular concept (please see brief description of concepts

attached) that may be performed by a personal trainer. Please provide a hash mark for each time you

observe the concept during each of the 5 minutes intervals. If you do not observe the concept, then

leave the cell blank. Additionally, if an important concept is observed that is not listed below, please add

it to a blank row and describe in the notes section at the bottom. Please use one form for one session.

Description

Interval 1

1-5 minutes

Prior Session

Interval 2

5 minutes

Beginning

Interval 3

5 minutes

Middle

Interval 4

5 minutes

End

Interval 5

1-5 minutes

After Session

Example ||| | |||||||||||

Exercise

Applications and

Instruction

Program Design

Business

Applications

Assessments and

Injury Prevention

Exercise Sciences

Exercise

Psychology

Nutritional

Science

Notes:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

58

Concept Definitions

The following are definitions of the concepts. Please read the following definitions prior to

observing trainers:

Exercise Applications and Instruction

A professional personal fitness trainer must be able to apply the scientific principles of exercise

(i.e. biomechanics, physiology, functional anatomy, and kinesiology) to meet the needs and

wants of each individual client. Furthermore, the trainer must be able to use practical forms of

communication to instruct the various modalities ensuring proper techniques.

Program Design

A professional personal fitness trainer must be able to effectively design individualized client

programs that ensure consistent, efficient, and safe client progress. This includes the knowledge

of the various program design theories and trends as well as how to best distinguish what is

appropriate for their client.

Business Applications

A professional, career-oriented, personal fitness trainer recognizes that interpersonal and

business skills are crucial for both client and trainer success. Trainers must understand how to

run a successful fitness practice as an employee or as an independent contractor or entrepreneur.

Assessments and Injury Prevention

A professional personal fitness trainer must establish a baseline of ability and anatomical

capabilities for each individual before designing an efficient program or instructing any exercise

regimen. Furthermore, personal fitness trainers must have knowledge of potential risks of

exercise and how to best respond to injuries/incidents when they do occur.

Exercise Sciences

A professional personal fitness trainer must have an adequate base of knowledge in the exercise

science areas of exercise physiology, functional anatomy, biomechanics, and flexibility in order

to understand the physiological effects of exercise and movement.

Exercise Psychology

A professional personal fitness trainer should understand and utilize the antecedents and

consequences of exercise as well as how it relates to mental health and overall wellbeing. The

trainer must be able to understand the client’s psychological state, traits, and characteristics to

successfully instruct and motivate the client to ensure proper compliance and achieve personal

goals.

59

Nutritional Science

A professional personal fitness trainer should understand micronutrients, macronutrients,

hydration and supplementation, and how these relate to health and performance. A professional

personal fitness trainer should also be able to successfully communicate the foundational science

of nutrition, specific nutrients needed, and how these nutrients are properly ingested, digested,

absorbed, and metabolized by the body.

60

Appendix 2

1) Personal Fitness Trainer Job Task Analysis

Focus Group Moderator’s Guide

2) Focus Group Invitation Letter

3) Informed Consent Form

61

NESTA Personal Fitness Trainer Focus Group

Moderator Guide

I: Introduction (10 min) ACTUAL TIME (MIN):

A: Introduce moderator and procedures. Introduce technology and need to speak 1 at a time, note takers, and acknowledge others listening in to make sure I get everything right. No right or wrong answers from participants, etc.

B: Introductions: Please tell me a little about yourself. How long have you been a personal fitness

trainer, at what type of facility do you work, are you currently certified (why/why not). Have you taken the certification exam? If so, what did you think of it?

Participants Description

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

C: As you may know… the purpose of this focus group is to collect information on what areas are

critical to your work as a personal fitness trainer. We’ll spend some time talking about various facets of your job, what one needs to know to perform those facets well, and how frequently you use such knowledge in your job.

II: Exercise Applications and Instruction (15 min) ACTUAL TIME (MIN):

A: What does this facet of the job mean to you?

B: What types of knowledge or tasks must one know to accomplish this facet of the job regardless of

the practice setting? (Questions too broad? People are not understanding; people are not understand; tailor question to the domain)

C. Why is this important for a personal fitness trainer to know about program design?

62

If they miss any of the below, ask them for input: (Highlight section if discussed)

Knowledge Areas Notes

Subjective and Objective Feedback

Exercise Prescription

Biomechanics of Application

Exercise Progression

Exercise Instruction

Forms and Types of Resistance

III: Program Design (15 min) ACTUAL TIME (MIN):




C. Why is it important for a personal fitness trainer to know how about human sciences?



Components of Fitness

Individualized Programming

63

Periodization

Adaptation and Response to Resistance

Exercise

Adaptation and Response to

Cardiovascular Exercise

Goal Specific Training

Principles of Exercise Progression

Exercise Parameters

Function and Dysfunction

Special Populations*

IV: Business Applications (15 min) ACTUAL TIME (MIN): A: What does this facet of the job mean to you?



C. Why is this important for a personal fitness trainer to know about workplace practices?



Independent Contractor vs. Employee

Target Marketing and Segmentation

Networking

Advertising and Promotion

Professionalism

Salesmanship

Gaining New Clients

Retaining Current Clients

Communication

64

Business Ethics

Client-Trainer Guidelines and Expectations

Goal Setting

Motivation

Creation and Implementation

V Assessments and Injury Prevention (15 min) ACTUAL TIME (MIN): A: What does this facet of the job mean to you?



C. Why is this important for a personal fitness trainer to know about human behavior?



Assessment of Limitations and Abilities

Reliability of Testing and Evaluation

Methods

Norm vs. Criterion Referencing

Timing of Assessments

Information Gathering and Client Research

Coronary Artery Disease Risk

Medical Consent

Art of Asking Questions

Effectiveness, Efficiency and Safety

Injury Prevention

Injury Treatment

Client Goal Setting*

VI: Exercise Sciences (15 min) ACTUAL TIME (MIN):


65



C. Why is this important for a personal fitness trainer to know about nutrition?



Nervous System Adaptation and Response

Muscular System Adaptation and Response

Skeletal System Adaptation and Response

Energy Systems

Cardiovascular System Adaptation and

Response

Biomechanics

Functional Anatomy

Exercise Physiology

Systems of the Body

VII: Exercise Psychology (15 min) ACTUAL TIME (MIN): A: What does this facet of the job mean to you?



C. Why is this important for a personal fitness trainer to know about liability?


66


Psychological Attributes and Issues

Related to Exercise and Nutrition*

Psychological Factors on Physical

Performance*

Modes of Instruction*

Motivating the Client*

Increasing Compliance*

Behavior Modification Strategies*

Cause and Effect of Psychology Related to

Injuries, Illness, and Disease*

VIII: Nutritional Science (15 min) ACTUAL TIME (MIN): A: What does this facet of the job mean to you?



C. Why is this important for a personal fitness trainer to know about special populations?



Macronutrients*

Micronutrients*

Caloric Intake*

Supplementation

Professional Scope of Practice as it Relates

to Nutrition

Chronic and Acute Effects of Nutrition

Anatomy and Physiology of Nutrition*

67

Check with Attendees for Questions

IX: Wrap up (10 min). ACTUAL TIME (MIN):

We’ve talked about a lot of different facets to the personal fitness training. Are there any big areas we have not discussed?

Importance of Domains I’d like you to write the name of each area discussed on your paper and then rank how important they are, where a 1 is the most important area and a 7 is the least important area.

[Verbally collect information, or have it sent to Jessica]

Domain #1 #2 #3 #4 #5 #6 #7 #8 Average

Program Design

Human Sciences

Workplace Practices

Human Behavior

Nutrition

Liability

Special Populations

A: [Pick top-ranked domain] Why did you rank this domain so high?

B: [Pick second top-ranked domain] Why did you rank this domain so high?

Frequency of Domains I’d like you to write the name of each area discussed on your paper and then rank how frequently one would need to know each domain listed below. 1 is not frequently and a 7 is very frequently.

[Verbally collect information, or have it sent to Jessica]

Domain #1 #2 #3 #4 #5 #6 #7 #8 Average

Program Design

68

Human Sciences

Workplace Practices

Human Behavior

Nutrition

Liability

Special Populations

A: [Pick top-ranked domain] Why did you rank this domain so high?

B: [Pick second top-ranked domain] Why did you rank this domain so high?

Check with Attendees for Questions

V: Thank and Dismiss

TOTAL TIME FOR FOCUS GROUP (MIN):

69

Dear <Trainer’s Name>, Please accept this email as an invitation to participate in the development and enhancement for the National Exercise & Sports Trainer Association (NESTA) certification program for personal training professionals. The NESTA certification program provides certificates that help to enhance your professional reputation and establish your credibility in the field. An essential and first step in the development process is to determine the knowledge and skills required for competent personal training professionals. In collaboration with the Consulting Measurement Group (CMG), NESTA invites you to volunteer in the development of the survey document for the Job Task Analysis by participating in a focus group. We hope to include participants from a wide range of practice settings throughout various areas of the country. This is an exciting project and your expertise is critical to the success of this project. For your time, NESTA will provide a free “Heart Rate Performance Specialist” continuing education program ($199 value) to every focus group participant. In addition either a "MMA Conditioning Coach" or a "Triathlon Coach" certification (both valued at $497) will be auctioned to a focus group participant. The date and time of the focus groups will be scheduled on one of six possible times based on your responses following your completion of a web survey (hyperlink below). The meetings will be held via telephone conferencing. Review materials for the focus group and instructions for the telephone conference will be forthcoming in the following week. In order to participate in the focus group you must be a personal fitness trainer with no more than six months of experience (For experienced: …with two years or more experience. If you would like to participate in the focus group, please:

1. Sign and date the attached Informed Consent form, and then email ([email protected]) or fax (FAX# 310-872-5520) the signed Informed Consent form no later than November 4th, 2011 to Consulting Measurement Group.

2. Click on the following link to take a web survey indicating your availability and to provide some additional information regarding your background and professional experiences: <Link>

If you have any questions please contact Tony Aranda with the information below. Thank you in advance for your enthusiasm and willingness to participate in this very exciting project. -Consulting Measurement Group, on behalf of NESTA

Tony Aranda, MA Research Scientist Phone: (714) 386-9679 Fax: 310-872-5520 E-mail: [email protected] Address: 2390 Crenshaw Blvd. #110, Torrance, CA 90501

mailto:[email protected]

70

Informed Consent Form

Purpose

Consulting Measurement Group, on behalf of the National Exercise & Sports Trainers Association

(NESTA), wishes to confirm your interest in participating in a focus group that will help validate a

conceptual framework of the knowledge, skills, and abilities associated with being a personal training

professional.

Procedure of Study

If you decide to participate, you will be asked a series of questions about your experiences as a personal

training professional. There will also be some questions related to your background (such as your age,

gender, geographic location, and the like) so that we can understand more about who is participating in

this focus group. Completion of the focus group will take no more than two hours. Each focus group

will consist of no more than eight participants.

Confidentiality

Both Consulting Measurement Group and NESTA agree to keep any information about you strictly

confidential. All data obtained during the duration of the study will be held in strict confidence and will

only be disclosed to personnel working directly on the project.

Voluntary Participation

Your decision to take part in this focus group is completely voluntary. There will not be any penalty or

loss of benefits to you if you decide to take part. In addition, you may withdraw from the study at any

time. There are no costs to you in association with your participation.

Contact for Questions

If you have any questions about your participation in this study, contact Tony Aranda

([email protected], 714 - 386 - 9679).

Statement of Consent

I have been given sufficient opportunity to consider whether to participate in this study.

My taking part in this study is voluntary.

I may decide not to take part or to withdraw at any time.

I do not give up my legal rights by signing this form.

I have been told that I will receive a signed and dated copy of this form.

I agree to participate in this study.

___________________________________________ _________________

Participant’s Signature Date

71

Appendix 3

Personal Fitness Training Professional Job Task

Analysis Survey Materials*

*Note: The final job analysis was administered via internet so the final form that the participants completed looked different from the form below. However, the content, wording, and question/response formats remained the same between the web survey and paper/pencil survey

72

Invitation Letter for Job Analysis Survey

Please accept this letter as an invitation to participate in the refinement of a certification program

that is being developed by National Exercise & Sports Trainer Association (NESTA) and is to be

administered to personal fitness training professionals. The certification program provides

certificates that help to enhance your professional reputation and establish your credibility in the

field. An essential and first step in the development process is to determine the knowledge and

skills required for safe and effective personal fitness training. This step is referred to as a Job

Analysis Survey.

NESTA invites you to volunteer in the development of the survey document for the Job Analysis

by participating in a web survey. We hope to include participants from a wide range of practice

settings throughout various areas of the country. This is an exciting project and your expertise is

critical to the success of this project.

The web survey consists of questions regarding your background and professional experiences as

a personal fitness training professional. The survey will take about 20-30 minutes to complete.

All information collected will be kept in strict confidence and all identifying information will be

kept separate from all other information collected. If you so choose to participate and complete

the survey, you will be entered into a raffle for one of three NESTA CEU programs. All who

participate will receive a 10% discount off a NESTA CEU program.

In order to participate, you must be 18 years of age or older, be a certified personal trainer, and

have a minimum of one year experience as a personal fitness training professional. If you would

like to participate, please click on the following link and answer all of the questions in the

survey: https://www.surveymonkey.com/s/BTBQN39

Thank you again for your enthusiasm and willingness to participate in this very exciting project.

Thank you for your interest in the following job analysis survey. In the following pages you will be asked to rank the importance and frequency of several knowledge areas associated with the personal fitness training industry. The survey will take approximately 20 to 30 minutes. For qualified participants who complete the survey, NESTA will provide a 10% discount on a future CEU program. In addition, NESTA will raffle three free CEU programs. Please click "NEXT" to begin if you meet the following: 18 years of age or older, be a certified personal trainer, and have at least one year of work experience as a personal fitness trainer.

Welcome

73

Purpose Consulting Measurement Group (CMG), on behalf of the National Exercise & Sports Trainers Association (NESTA), would appreciate your participation in the job analysis survey. The survey will be used to help us better understand the knowledge, skills and abilities necessary to be an effective personal fitness trainer. Procedure of Study If you decide to participate, you will be asked a series of questions regarding your job as a personal fitness training professional. There will also be some questions related to your background (such as your age, gender, geographic location, and the like) so that we can understand more about the demographics of the participants. Completion of the job analysis survey should take 20 to 30 minutes. Confidentiality Both Consulting Measurement Group and NESTA agree to keep personal information about you strictly confidential. All information collected will be kept in strict confidence and all identifying information will be kept separate from all other information collected. Voluntary Participation Your decision to take part in this survey is completely voluntary. There will not be any penalty or loss of benefits to you if you decide to take part. In addition, you may withdraw from the study at any time. There are no costs to you in association with your participation. Incentives Incentives will only be available to those participants who complete the job analysis survey. Participants will be asked upon the completion of the survey for an email address to best contact them. For those that complete the survey, NESTA will provide a 10% discount off a NESTA CEU program. In addition, NESTA will randomly select three participants that complete the survey to receive a free NESTA CEU program. Contact for Questions

Informed Consent

74

If you have any questions about your participation in this study, contact Tony Aranda ([email protected], 714 386 9679). Statement of Consent 1. I have been given sufficient opportunity to consider whether to participate in this survey. 2. My taking part in this study is voluntary. 3. I may decide not to take part or to withdraw at any time. 4. I do not give up my legal rights by signing this form. 5. I agree to participate in this survey. I have read and understand the above. I voluntarily agree to participate in the job analysis survey. Consent is implied by clicking "I agree" and typing your name below. If you would not like to participate in the job analysis survey. No further action is necessary and you may exit the survey.

I agree

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I do not wish to participate at this time

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75

By typing my name below, I hereby declare that I read the informed consent, understood its contents, and voluntarily participate in the online survey.

Informed Consent

55

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76

The following items will ask some simple demographic questions about yourself. Please provide an answer for each question.

1. Which title best describes your present job? (Select one.)

2. What is your gender?

3. What is your age?

4. How many years of experience do you have working in the field? (Select one.)

5. Do you currently hold a certificate and/or license in personal fitness training?

Demographic Information

Personal Trainer

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Fitness Instructor

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Strength Conditioning Coach

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Other (please specify)

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Male

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Female

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Less than 18

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18 to 25

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26 to 35

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36 to 45

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46 to 55

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56 to 65

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66 or older

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Less than 1 year

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1 to 2 years

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3 to 5 years

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6 to 10 years

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10 to 20 years

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More than 20 years

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Yes

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No

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6. What certifications and/or licenses do you presently hold?

55

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7. How do you describe yourself? (Please check the option that best describes you.)

8. What is the highest level of formal education that you have completed? (Select one.)

9. What is your total household income?

Demographic Information (Cont.)

White (nonHispanic)

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Black or African American

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Hispanic or Latino

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Asian or Asian American

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American Indian or Alaska Native

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Hawaiian or Pacific Islander

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I decline to answer

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High School Diploma/GED

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Some college without a degree

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Associate degree

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Bachelor’s degree

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Masters Degree

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Doctorate Degree

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I decline to answer

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Less than $35,000

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$35,001 to $65,000

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$65,001 to $100,000

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$100,001 to $150,000

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$150,001 to $200,000

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Above $200,000

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I decline to answer

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79

10. What is your current primary work setting/environment? (Select one.)

11. In which geographic location do you primarily work? (Select one.)

12. How would you describe the area in which you work? (Select one.)

Gym (Commercial)

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Gym (Corporate)

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Gym (Privately owned)

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Sports Training Facility

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In Clients’ Homes

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Classroom

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I decline to answer

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Northeast US

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Southeast US

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Northwest US

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Midwest US

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Southwest US

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Alaska or Hawaii

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I decline to answer

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Other Country (please specify)

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Urban

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Suburban

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Rural

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I decline to answer

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80

In the following section you will be presented with numerous knowledge areas across seven domains. These domains are: 1. Exercise Applications and Instruction 2. Program Design 3. Business Applications 4. Assessments and Injury Prevention 5. Exercise Sciences 6. Exercise Psychology 7. Nutritional Sceince Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using a 5 point scale from "Very Low Importance" to "Very High Importance". Please provide an answer for each knowledge area.

Importance of Knowledge Items

81

Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. EXERCISE APPLICATIONS AND INSTRUCTION

Knowledge of subjective and objective feedback

Knowledge of exercise prescription

Knowledge of biomechanics of application

Knowledge of exercise progression

Knowledge of exercise instruction

Knowledge forms and types of resistance

Importance of Knowledge Items

Very Low

Importance

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82

Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. PROGRAM DESIGN

Knowledge of components of fitness

Knowledge of individualized programming

Knowledge of periodization

Knowledge of adaptation and response to resistance exercise

Knowledge of adaptation and response to cardiovascular exercise

Knowledge of goal specific training

Knowledge of principles of exercise progression

Knowledge of exercise parameters

Knowledge of function and dysfunction

Importance of Knowledge Items (Cont.)

Very Low

Importance




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Very Low

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83

Knowledge of special populations

Very Low

Importance




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Importance

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84

Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. BUSINESS APPLICATIONS

Knowledge of independent contractor vs. employee

Knowledge of target marketing and segmentation

Knowledge of networking

Knowledge of advertising and promotion

Knowledge of professionalism

Knowledge of salesmanship

Knowledge of gaining new clients

Knowledge of retaining current clients

Knowledge of communication


Very Low

Importance




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Very Low

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Importance

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85

Knowledge of business ethics

Knowledge of clienttrainer guidelines and expectations

Knowledge of goal setting

Knowledge of motivation

Knowledge of creation and implementation of a personal training business

Very Low

Importance




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Importance

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Very Low

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86

Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. ASSESSMENTS AND INJURY PREVENTION

Knowledge of assessment of limitations and abilities

Knowledge of reliability of testing and evaluation methods

Knowledge of norm vs. criterion referencing

Knowledge of timing of assessments

Knowledge of information gathering and client research

Knowledge of coronary artery disease risk

Knowledge of medical consent

Knowledge of art of asking questions

Knowledge of effectiveness, efficiency and safety


Very Low

Importance




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Importance

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Very Low

Importance




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Importance

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Very Low

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87

Knowledge of injury prevention

Knowledge of injury treatment

Knowledge of client goal setting

Very Low

Importance




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Importance

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Very Low

Importance




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Importance

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Very Low

Importance




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Importance

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88

Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. EXERCISE SCIENCES

Knowledge of nervous system adaptation and response

Knowledge of muscular system adaptation and response

Knowledge of skeletal system adaptation and response

Knowledge of energy systems

Knowledge of cardiovascular system adaptation and response

Knowledge of biomechanics

Knowledge of functional anatomy

Knowledge of exercise physiology

Knowledge of systems of the body


Very Low

Importance




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Importance

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Very Low

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Importance

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Very Low

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Importance

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89

Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. EXERCISE PSYCHOLOGY

Knowledge of psychological attributes and issues related to exercise and nutrition

Knowledge of psychological factors on physical performance

Knowledge of modes of instruction

Knowledge of motivating the client

Knowledge of increasing compliance

Knowledge of behavior modification strategies

Knowledge of cause and effect of psychology related to injuries, illness and disease


Very Low

Importance




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Importance

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Very Low

Importance




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Importance

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90

Please rate the following knowledge areas according to their IMPORTANCE for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. NUTRITIONAL SCIENCE

Knowledge of macronutrients

Knowledge of micronutrients

Knowledge of caloric intake

Knowledge of supplementation

Knowledge of professional scope of practice as it relates to nutrition

Knowledge of chronic and acute effects of nutrition

Knowledge of anatomy and physiology of nutrition


Very Low

Importance




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Importance

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Very Low

Importance




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Importance

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Very Low

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Very Low

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91

In the following section you will be presented with the same knowledge areas across the same seven domains. However this time please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using a 5 point scale from "Very Low Frequency" to "Very High Frequency". Please provide an answer for each knowledge area.

Frequency of Knowledge Items

92

Please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. EXERCISE APPLICATIONS AND INSTRUCTION

Knowledge of subjective and objective feedback

Knowledge of exercise prescription

Knowledge of biomechanics of application

Knowledge of exercise progression

Knowledge of exercise instruction

Knowledge forms and types of resistance

Frequency of Knowledge Items (Cont.)

Very Low Frequency

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nmlkj Average Frequency

nmlkj High Frequency

nmlkj Very High Frequency

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Very Low Frequency

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Very Low Frequency

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93

Please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. PROGRAM DESIGN

Knowledge of components of fitness

Knowledge of individualized programming

Knowledge of periodization

Knowledge of adaptation and response to resistance exercise

Knowledge of adaptation and response to cardiovascular exercise

Knowledge of goal specific training

Knowledge of principles of exercise progression

Knowledge of exercise parameters

Knowledge of function and dysfunction

Knowledge of special populations


Very Low Frequency

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Very Low Frequency

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94

Please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. BUSINESS APPLICATIONS

Knowledge of independent contractor vs. employee

Knowledge of target marketing and segmentation

Knowledge of networking

Knowledge of advertising and promotion

Knowledge of professionalism

Knowledge of salesmanship

Knowledge of gaining new clients

Knowledge of retaining current clients

Knowledge of communication

Knowledge of business ethics

Knowledge of clienttrainer guidelines and expectations

Knowledge of goal setting


Very Low Frequency

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95

Knowledge of motivation

Knowledge of creation and implementation of a personal training business

Very Low Frequency

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Very Low Frequency

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96

Please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. ASSESSMENTS AND INJURY PREVENTION

Knowledge of assessment of limitations and abilities

Knowledge of reliability of testing and evaluation methods

Knowledge of norm vs. criterion referencing

Knowledge of timing of assessments

Knowledge of information gathering and client research

Knowledge of coronary artery disease risk

Knowledge of medical consent

Knowledge of art of asking questions

Knowledge of effectiveness, efficiency and safety

Knowledge of injury prevention

Knowledge of injury treatment

Knowledge of client goal setting


Very Low Frequency

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Very Low Frequency

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97

Please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. EXERCISE SCIENCES

Knowledge of nervous system adaptation and response

Knowledge of muscular system adaptation and response

Knowledge of skeletal system adaptation and response

Knowledge of energy systems

Knowledge of cardiovascular system adaptation and response

Knowledge of biomechanics

Knowledge of functional anatomy

Knowledge of exercise physiology

Knowledge of systems of the body


Very Low Frequency

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98

Please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. EXERCISE PSYCHOLOGY

Knowledge of psychological attributes and issues related to exercise and nutrition

Knowledge of psychological factors on physical performance

Knowledge of modes of instruction

Knowledge of motivating the client

Knowledge of increasing compliance

Knowledge of behavior modification strategies

Knowledge of cause and effect of psychology related to injuries, illness and disease


Very Low Frequency

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99

Please rate the following knowledge areas according to their FREQUENCY for your job as a personal training professional using the 5 point scales provided below. Please provide an answer for each item. NUTRITIONAL SCIENCE

Knowledge of macronutrients

Knowledge of micronutrients

Knowledge of caloric intake

Knowledge of supplementation

Knowledge of professional scope of practice as it relates to nutrition

Knowledge of chronic and acute effects of nutrition

Knowledge of anatomy and physiology of nutrition


Very Low Frequency

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Very Low Frequency

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Very Low Frequency

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Very Low Frequency

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Very Low Frequency

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Very Low Frequency

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100

The following will ask you to divide 70 points between the set of 7 domains to show the value or importance you place on each option. Distribute the 70 points giving the more important domains a greater number of points. Please ensure that every domain has at least 1 point and the sum of the numbers equal 70.

Ranking Task

Exercise Applications and Instructions

Program Design

Business Applications

Assessments and Injury Prevention

Exercise Sciences

Exercise Psychology

Nutritional Science

101

You are almost Done! NESTA and CMG would like to thank you for completing the following survey. For your time NESTA will provide you with a 10% discount on a NESTA CEU Program. (Note:Discount is not applied to payment plans, retest fees or exam only fees). To redeem your 10% discount please use the coupon code "THANKYOU" at checkout and click "APPLY". In addition, NESTA will raffle a free NESTA CEU program to three particpants. To enter please enter your email address below and click "Next". Note: If not interested please click next without entering your email address. By not providing your email address you agree that you are not interested in the free NESTA CEU program and will not be entered in the raffle.

Thank You

102

Thank you for your participation in the following job analysis survey. The information that was provided will be used to refine a certification program that is being developed by National Exercise & Sports Trainer Association (NESTA). All information collected will be kept in strict confidence and all identifying information will be kept separate from all other information collected. If you did not agree to participate, no pertinent information was collected. By not agreeing to participate you are not eligible for any incentives. If you have any questions about your participation in this study, contact Tony Aranda ([email protected], 714 386 9679).If you have any questions regarding incentives please email Scott Gaines at [email protected]. Thank You

Thank You

103

Date post:	27-Mar-2020
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